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This study analyzed phonics teaching and learning in eight whole language first grades from October through May. Documentation included field notes of weekly half‐day observations merged with transcriptions of teacher/student interactions during phonics instruction. Findings indicated that foundation concepts (phonemic and phonological awareness, phonemic segmentation) and letter‐sound relationships were taught. Strategies were presented in tandem with skills. Phonics instruction occurred in various reading and writing activities typical of whole language classrooms. The writing program was a key phonics instructional context. Teachers differentiated phonics instruction based on learner development and ongoing assessments. During reading and writing conferences teachers documented student progress. They provided differentiated instruction across various contexts. Four pre and post assessments measuring encoding and decoding in isolation and in context documented achievement gains for 178 students. Pretest scores (range of 0–37) on Hearing and Recording Sounds in Words (HRSW) grouped students into three statistically contrasting clusters. Scores from the three remaining assessments were scaled together using the Rasch model to determine composite pre‐ and postachievement scores. Comparison of pre and post scores using Rasch scaling documented gains in encoding and decoding knowledge. Group 1 (N = 123) demonstrated high pretest scores (HRSW 27‐37) and achieved mean posttest Text Reading Level scores equivalent to Grade 5 (Composite gain = 7.15). Statistically comparable gains (6.08) were achieved by 13 students with limited HRSW pretest scores (2‐14) and posttest Text Reading Level scores equivalent to preprimer texts. Highest gains (8.61) were achieved by 42 students (pretest HRSW 15‐26) with posttest Text Reading Level scores equivalent to Grade 1 readers.
ESTE ESTUDIO analizó la enseñanza y el aprendizaje fónicos en ocho aulas de lenguaje integral de niños de primer grado desde octubre hasta mayo. La documentación incluyó notas de campo de observaciones semanales y transcripciones de interacciones docente/alumno durante la instrucción fónica. Los hallazgos indican que se enseñaron los conceptos básicos (conciencia fonémica y fonológica, segmentación fonémica) y las relaciones letra/sonido. Las estrategias se presentaron conjuntamente con las habilidades. La instrucción fónica se desarrolló a partir de variadas actividades de lectura y escritura típicas del método de lenguaje integral. El programa de escritura consistió en un contexto instruccional fónico. Los docentes diferenciaron la instrucción fónica basada en el desarrollo de los aprendizajes y las evaluaciones en progreso. En sesiones de discusión sobre lectura y escritura, los docentes documentaron el progreso de los niños. También proporcionaron instrucción diferenciada en varios contextos. Cuatro evaluaciones pre y post‐test que midieron codificación y decodificación en forma aislada y en contexto revelaron avances en 178 estudiantes. Los punta...
The purpose of this study was to explore questions related to book discussions conducted by teachers as they increased the use of literature in their classrooms. Three research questions guided data collection and analysis:(1) How do teachers describe the value of book discussions in their classrooms and their participation with students as they talk about literature?, (2) What patterns of discourse occur as teachers and students talk about books?, and (3) What is the relationship between teachers' perceptions of book discussions and the ways students and teachers talk about books? Although limited to two teachers using a variety of books across two different classes of students, this study provides insights into important issues surrounding the use of literature in elementary classrooms.
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